Language Arts: Week of Oct 27 - 31, Lesson 5, The Hamburger Model of Persuasive Writing

Teacher/Grade: Ms. Gene – 6^th

Subject: Language Arts

Persuasion – Lesson 5, The Hamburger Model of Persuasive Writing

What we will learn (objectives):

Introduce persuasive writing through the use of the Hamburger Model

What we will read or study (content):

Why You Should Become a Vegetarian

Hamburger Model of Persuasive Writing

Jumbled Paragraph

How we will study it (process):

Monday, Oct 27 and Tuesday, Oct 28

Gifted Ed teacher will handout “Why You Should Become a Vegetarian” and have class read as whole group. Explain that writing is one way that you can persuade/be persuaded.

Gifted Ed teacher will share the Hamburger Model and have students compare the vegetarian piece to the model, making an actual “paper hamburger” with the correct quotes from the vegetarian piece. Gifted Ed teacher will provide paper and scissors. Gifted Ed and Regular Ed teachers will monitor progress.

When students have completed their “hamburgers” the following questions will be used to guide the discussion led by the Gifted Ed teacher: What is the top bun? What is the writer’s meat? How many reasons does the author provide? What are the “fixins”/details to the paragraph? What is the bottom bun? Regular Ed teacher will monitor.

Wed, Oct 29

Regular Ed teacher will have teams complete the Jumbled Paragraph using the Hamburger Model. Label each section. Share as class. Consider “clue words”. Have students suggest ways the paragraph could be more convincing and add those pieces. Gifted Ed teacher will monitor.

Thurs, Oct 30

Regular Ed and Gifted Ed teachers will monitor the partner groups as they write a Hamburger paragraph arguing a point of view about whether students should receive awards for good grades in school. As teams finish, the Gifted Ed teacher will make a copy as an answer key and give the original to another group to put back into correct order. Have new group label the pieces (top bun, meat, etc.) Share with class and check with answer key.

This group will make suggestions on how to improve the paragraph and add those pieces.

Friday, Oct 31

CBM:

The student govt. has been given $500 to do something to benefit the school. Take a point of view on how you think the money should be spent and write a Hamburger paragraph defending your opinion.

Extension (if resources are available)

Introduce the Writing Computer Center. Students will have opportunity to practice the stages of writing and the format of the persuasive paragraph. Have a list of suggested writing topics. Students will compose paragraphs, work in pairs to critique one another’s work, revise, edit and publish work.

How we will know we learned something (product):

Jumbled Paragraph

Point of view: Awards for Good Grades

Jumbled Paragraph – Awards for Good Grades

Language Arts: Week of October 13 - 24, Lesson 4, The Adventures of Tom Sawyer and the Idea of Persuasion

Subject: Language Arts
Persuasion – Lesson 4, The Adventures of Tom Sawyer and the Idea of Persuasion

What we will learn (objectives):
Develop analytical and interpretive skills in literature
Develop an understanding of persuasion

What we will read or study (content):
Selection from The Adventures of Tom Sawyer, by Mark Twain

How we will study it (process):
Monday, Oct 13
Review classroom norms, rules and expectations

Tuesday, Oct 14
Students will read selection from Tom Sawyer and then complete a literature web. Discuss webs as a class.

Wednesday, Oct 15
Each team will then choose one question from the Literary Response and Interpretation questions, Reasoning Questions and Change Questions (see flash cards, Lesson 4). The team will present their answers.

Thursday, Oct 16
Discuss Persuasion as a class. Each team will brainstorm ideas about persuasion and discuss with the class. One student will read the definition. Compare to list.


Friday, Oct 17 - Wed, Oct 22
Students will list chores they are responsible for at home. Each student will choose one and write a one-minute speech to persuade another classmate to do the chore, following the guidelines. Use note cards to prep.
Students will give speech using note cards. After students are done, have students vote as to whether they would do the chore, why or why not.
Gifted Ed teacher: will be administering GATE assessments Tuesday, Oct 21 - Thursday, Oct 23

Thursday, Oct 23
Students will then work in teams to complete a vocab web using words from the Tom Sawyer selection.

Friday, Oct 24
CBM:
Give the following sentence from the chapter:
Saturday morning was come, and all the summer world was bright and fresh, and brimming with life.
Students will id the part of speech of the underlined word and tell its function in the sentence.

In Response Journal, have students answer one of the questions (see mini-poster)


Play the game Persuade. In this game, each group of 6 students receives a set of “audience,” “audience background” and “persuasion goal” cards. To begin, a set of cards is drawn and the audience role plays according to the “audience” and “audience background” directions. The persuader then delivers a 4-minute speech to persuade the audience. Following the speech, the audience has 3 minutes to ask questions. At the conclusion of each round, participants rate the speaker using scoring sheets.



How we will know we learned something (product):
Lit web
Vocab web
Speech
Discussion question presentation/worksheet

Homework:
Continue with independent reading and writing assignment from Lesson 1. The discussion of the Asain-American books will take place in Lesson 7.

Extension:
Read The Adventures of Tom Sawyer by Mark Twain. Make a chart showing how the characters change over the course of the novel.


Mini-Poster:
Have you ever outwitted someone? Describe the occasion and how you managed to fool another person.

What are some tasks you enjoy doing that others might think of as work? What are some things you think of as work which might seem like play to someone else?

Fall Break: Week of October 6 - 10

No class!

Social Studies: Culminating Activity

Students will create a map from their home to the school, with an overlay. They will choose two of three different maps to complete.

Language Arts: Week of Sept 29 - Oct 3, Lesson 3, cont.

Classroom teacher is continuing the grammer/sentence study. Gifted Ed teacher is administering GATE evaluations off-site.

Students will continue to read assigned Asian-American books.

Language Arts: Week of Sept 22 - 26, Lesson 3, Intro to Grammar and Vocab Study

Subject: Language Arts
Persuasion – Lesson 3, Intro to Grammar and Vocab Study

What we will learn (objectives):
Administer the pre-assessment for grammar
Introduce the study of grammar
Develop analytical and interpretive skills in literature
Explore new vocabulary words

What we will read or study (content):
Grammar pre-assessment
Grammar Study
The Road Not Taken, by Robert Frost
Literature Web
Vocabulary Web
Student Response Journal

How we will study it (process):
Students will take grammar pre-assessment.


Monday, Sept 22 and Tuesday, Sept 23
In small groups, students will complete the Word Sort Activity. Discuss with students the categories used. If traditional 8 parts of speech have not been used, introduce them and have students re-sort their words. Have students make up sentences using words from as many categories as possible. Share sentences.

Wed, Sept 24
Use The Road Not Taken to complete a literature web as a class.

Thursday, Sept. 25
Have students start a response journal, and have them respond to the first question.

Using The Road Not Taken, complete a vocab web as a class.


Friday, Sept 26
CBM: Grammar pre-assessment

Extension:
Introduce students to Learning Centers:
Language Study Center and Unit Vocab Center, as well as other appropriate activities.



How we will know we learned something (product):
Grammar pre-assessment
Word Sort
Lit Web
Vocab Web
Completion of at least one learning center

October Gifted Advisory Council Meeting